Make a Ten
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Topics
 Place Value
 Addition
 Subtraction
 Arithmetic
Description
Add numbers by making tens. Break apart and combine numbers while focusing on place value. Use the adding screen to add any two numbers. Use the game screen to apply your makeaten strategies!
Sample Learning Goals
 Improve understanding of place value by using different sizes of papers for ones, tens, and hundreds.
 Develop mental math strategies when taking apart and putting together numbers.
 Use the “make a ten” strategy when counting and doing addition.
 Develop a mental model of the basic properties of numbers including commutativity, associativity, and closure.
Standards Alignment
Common Core  Math
1.NBT.B.2
Understand that the two digits of a twodigit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.B.2a
10 can be thought of as a bundle of ten ones — called a "ten."
1.NBT.B.2b
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
1.NBT.B.2c
The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
1.NBT.C.4
Add within 100, including adding a twodigit number and a onedigit number, and adding a twodigit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
1.NBT.C.5
Given a twodigit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
1.NBT.C.6
Subtract multiples of 10 in the range 1090 from multiples of 10 in the range 1090 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
1.OA.B.3
Apply properties of operations as strategies to add and subtract.^{2} Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13  4 = 13  3  1 = 10  1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12  8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
2.NBT.B.5
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.NBT.B.6
Add up to four twodigit numbers using strategies based on place value and properties of operations.
2.NBT.B.7
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting threedigit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
2.NBT.B.8
Mentally add 10 or 100 to a given number 100900, and mentally subtract 10 or 100 from a given number 100900.
2.OA.C.3
Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
2.OA.C.4
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
Version 1.0.8
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TeacherSubmitted Activities
Title  Authors  Level  Type  Subject  

CCSS Math Alignment with Sims  Amanda McGarry  HS K5 MS 
Other  Mathematics  
DoubleDigit Addition  Susan O'Reilly  K5  Guided  Mathematics  
Standard Adding Algorithm Demonstration  Beth Stade  K5  Demo  Mathematics  
Intervention and Targeted Practice Tips  Beth Stade  K5  Discuss Other 
Mathematics  
Number Talks  Beth Stade  K5  Other Demo HW 
Mathematics  
Preguntas de razonamiento para todas las simulaciones HTML5  Diana López  K5 HS MS UGAdv Grad UGIntro 
Discuss HW 
Astronomy Chemistry Mathematics Physics 

Operações Aritméticas Fundamentais  Georgyana Cidrão; Francisco Régis Vieira Alves  K5  Guided Lab 
Mathematics  
Quadro Valor e Lugar  QVL  Carolina Silveira  MS  Lab  Mathematics 
Language  Download or Run  Tips  

Arabic  All العربية  تكوين العَشَرة  
Basque  All Basque  Hamarrekotan  
Bosnian  All Bosanski  Dopuni do 10  
Chinese (Simplified)  All 中文 (中国)  获得一个10  
Chinese (Traditional)  All 中文 (台灣)  Make a Ten_湊到 10  
Danish  All Dansk  Lav en 10'er  
Dutch  All Nederlands  Maak een tien  
French  All français  Faire un dix  
German  All Deutsch  Mach zehn draus  
Greek  All Ελληνικά  Φτιάξε το δέκα  
Hungarian  All magyar  Egészítsd ki 10re  
Irish  All Gaeilge  Bain Deich Amach  
Italian  All italiano  Arriva a 10  
Japanese  All 日本語  10を作ろう  
Kazakh  All Kazakh  Сандардың құрамы  
Korean  All 한국어  10 만들기  
Latvian  All Latviešu  Izveido desmitus  
Marathi  All मराठी  १० बनवा  
Polish  All polski  Traf dziesiątkę  
Portuguese (Brazil)  All português (Brasil)  Tire um 10  
Russian  All русский  Состав числа  
Serbian  All Српски  Допуни до 10  
Spanish  All español  Haz un Diez  
Spanish (Mexico)  All español (México)  Haz un Diez  
Spanish (Peru)  All español (Perú)  Haz un Diez  
Swedish  All svenska  Skapa en tia  
Vietnamese  All Tiếng Việt  Tạo ra 10 
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